Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that there are multiple was to solve a quadratic equation for an unknown variable. (Where), Quadratic equations can be used to find many things such as the path of a ball that was thrown, or calculating speed. (Why), 4: Solve quadratic equations and in one variable.(What) (H) 1.2 Video (Hook) (E) 1.3 Students will know equation, variable, degree, coefficient, constant, parabola, quadratic, ax^2+bx+c (Equip) Students will fill out a KWL to assess their knowledge on quadratic equations. Students will work together and perform a pairs check to have practice solving quadratic equations and helping others solve quadratic equations. (Explore) Students will work independently to create a google doc and create three quadratic equations, share this with the class, each student will solve three other students problems. (Experience) (R) 1.4 The teacher will use 4-3-2-1 half way through the lesson to asses how students feel they are grasping the concept. Students will be given a simple quadratic equation to solve that will be their exit ticket to leave class that day. This will allow the teacher to assess if the students are grasping the concept or not. (Rethink)
The teacher will leave comments on students google doc for timely feed back on how they solved the equations. Students will reflect on the equations they solved and email the reflection to the teacher (Revise/Refine) (E-2) 1.5 Formative Assessment:Pre-Asessment: Students will fill out a survey that consists of test like questions to asses how much knowledge of quadratics students are starting with. Checking for Understanding: Exit Ticket, 4-3-2-1 Timely Feedback: Teacher, self (Evaluate) (T) 1.6 Tailors Verbal: After students solve three other students quadratic equations they will email feedback to the teacher on how they feel they are doing. Logic: Students will use logic and what they have learned to create their own quadratic equations. Visual: The teacher will have pictures of graphs and equations available for use in and out of the classroom. Musical: Kinesthestic: After introducing quadratic graphs, students will use their bodies to demonstrate the graphs. Intrapersonal: Students will work by themselves to create to their own quadratic equations and post them to a google doc. Interpersonal: Students will look at other students equations on google docs and solve three different equations. Naturalist: (O) 1.7 Students will be able to solve a quadratic equation. (Application)Product: Google Docs, Number of Days: 3-4 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that there are multiple was to solve a quadratic equation for an unknown variable. (Where), To be able to solve all types of quadratic equations that can apply to the real world. (Why), 4: Solve quadratic equations and in one variable. b: Solve quadratic equations by inspection (e.g., for x^2=49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.(What) (H) 2.2 Picture (Hook) (E) 2.3 Students will know equation, variable, coefficient, constant, distribute, roots, parabola, quadratic, factoring ax^2+bx+c, quadratic formula, order of operations. (Equip) Students will use a step-by-step organizer to help keep track of the steps to solving a quadratic equation. Students will use a pairs discussion to over a set of problems and decide the best method for solving the equations. (Explore) Students will work with a partner to create a Prezi to demonstrate the multiple ways to solve a quadratic equation.(Experience) (R) 2.4 After each new method of solving a quadratic equation the teacher will use 4-3-2-1 to asses if the students understand the concept or not.(Rethink) The teacher will provide feedback the following class after students present their prezi. The teacher will asses how well the students have grasped the concept and any areas that need to be worked on. Students will then have the chance to individually update their presentations to demonstrate their own abilities to understanding the information. (Revise/Refine) (E-2) 2.5 Formative Assessment:Pre-Assessment: Sample equation to asses if the students are able to solve it or not. Checking for Understanding: 4-3-2-1 Timely Feedback: Teacher, Self (T) 2.6 Tailors Verbal: Students will take part in pairs discussion to discuss which method they think is best to solve a given quadratic equation. Logic: Students will need to think and decide which method is best to solve a given quadratic equation. Visual: While going over the different methods for solving quadratic equations students will have step-by-step organizers to help them keep track of the steps. Musical: The teacher will play songs related to factoring, completing the square and the quadratic formula and provide the lyrics for students who would like the. Kinesthestic: Intrapersonal: After students present their Prezi each student will individually reflect and improve their presentation. Interpersonal: Students will work with a partner to create a Prezi to demonstrate the different ways to solve a quadratic equation. Naturalist: (O) 2.7 Students will be able to be aware of the multiple ways to solve a quadratic equation. (Self-knowledge)Product: Prezi Number of days:
4-5 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that the quadratic equation can be applied in the real world, (Where), When you want to know the maximum height of a ball you've thrown, or the maximum speed of a car on a race track. (Why), 4: Solve quadratic equations and in one variable. b: Solve quadratic equations by inspection (e.g., for x^2=49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.(What) (H) 3.2 Video (Hook) (E) 3.3 Students will know equation, variable, coefficient, constant, distribute, roots, parabola, quadratic, factoring, ax^2+bx+c, quadratic formula, order of operations, ball trajectory, distance, time, height, length, profit (Equip) Students will fill out a goal reasons chart to brainstorm ideas on how quadratic equations apply to the real world. Students will take part in a team discussion to further discuss real world applications. (Explore) Students will work in small groups to create an imovie showcasing different real world applications for a quadratic equation. Students can also choose to create a photo album that shows different situations where students can use a quadratic equation.(Experience) (R) 3.4 The teacher will observe students as they look at real life applications to ensure they are finding correct answers. The teacher will also use clickers to get instant feedback from the students to see if more time is needed on a particular topic. (Rethink) The teacher will check in with each student and assess how they are applying quadratics to the real world. Students will also share their experiences with classmates to check each others progress. (Revise/Refine) (E-2) 3.5 Formative Assessment:Pre-Assessment: Questionnaire Checking for Understanding: Observation and clickers Timely Feedback: Teacher, Peer (Evaluate) (T) 3.6 Tailors Verbal: Students will write down ideas they have about where quadratics can be found in the real world. Logic: Students will need to think about where quadratics can be found in the real world. Visual: The teacher will show pictures depicting different real life situations of where quadratics can be used. Musical: Kinesthestic: Students will be able to capture videos or pictures to help enhance their knowledge of quadratics. Intrapersonal: The teacher will observe students as they work alone to assess their knowledge on real life application of quadratics. Interpersonal: Students will work in small groups to compose imovies or photo albums to show case quadratics in the real world. Naturalist: The teacher will provide real life situations involving things such as animals and nature where quadratics can be applied. (O) 3.7 Students will be able to consider that a quadratic equation applies to the real world and analyze a quadratic in a real life situation.(Empathy and perspective)Product: imovie or photo album Number of Days: 4-5 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that the quadratic equation can give complex numbers. (Where), Complex numbers show up frequently in mathematics as well as in the real world. (Why), 4: Solve quadratic equations and in one variable. b: Solve quadratic equations by inspection (e.g., for x^2=49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a+-bi for real numbers a and b.(What) (H) 4.2 pictures (Hook) (E) 4.3 Students will know equation, variable, coefficient, constant, distribute, complex number, imaginary number, roots, parabola, quadratic, factoring ax^2+bx+c, quadratic formula, order of operations, ball trajectory, distance, time, height, length, profit (Equip) Students will fill out a t-chart to keep track of what results in a complex number and the rules for solving equations containing complex numbers. The teacher will asks questions about complex numbers and students will take part in stand up, hand up, pair up, to further discuss and understand complex numbers. (Explore) Students will work either alone or with a partner to create podcast, or a slideshow, to explain complex numbers, how they are derived, what their purpose is, and how we represent them in an equation. (Experience) (R) 4.4 Students will take part in example/non-example to come up with their own ideas for what is and is not a complex number. The teacher will also facilitate slap it to give students a fun way of practicing recognizing complex numbers. (Rethink) Based on student responses from example/non-example the teacher will be able to assess how well students are understanding and give feedback to the students. Students will also communicate with the teacher to ensure that they are fully grasping the idea of imaginary numbers. (Revise/Refine) (E-2) 4.5 Formative Assessment:Pre-assessment: Survey Checking for Understanding: Slap it, Example/non-example Timely Feedback: Teacher and self (Observation) (T) 4.6 Tailors Verbal: Students will create t-charts to keep track of new ideas about complex numbers. Logic: Students will need to think about what makes a number imaginary and how to distinguish them. Visual: Students will be able to see examples and non examples to help them identify their differences. Musical: The teacher will play a song about complex numbers to help students better understand. Kinesthestic: Students will play slap it to help students identify what is and is not an imaginary number. Intrapersonal: Students will reflect on them selves and how they feel are understanding complex numbers. Interpersonal: Students will take part in stand up, hand up, pair up, to work with others to create a deep understanding of complex numbers. Naturalist: The teacher will give examples of complex numbers that relate to things in nature. (O) 4.7 Students will be able to derive a complex number from the quadratic equation and represent a complex number in an equation. (Explanation and interpretation) Product: Podcast or Slideshow Number of days: 3-4 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Video (Hook)
(E) 1.3 Students will know equation, variable, degree, coefficient, constant, parabola, quadratic, ax^2+bx+c (Equip) Students will fill out a KWL to assess their knowledge on quadratic equations. Students will work together and perform a pairs check to have practice solving quadratic equations and helping others solve quadratic equations. (Explore) Students will work independently to create a google doc and create three quadratic equations, share this with the class, each student will solve three other students problems. (Experience)
(R) 1.4 The teacher will use 4-3-2-1 half way through the lesson to asses how students feel they are grasping the concept. Students will be given a simple quadratic equation to solve that will be their exit ticket to leave class that day. This will allow the teacher to assess if the students are grasping the concept or not. (Rethink)
The teacher will leave comments on students google doc for timely feed back on how they solved the equations. Students will reflect on the equations they solved and email the reflection to the teacher (Revise/Refine)
(E-2) 1.5 Formative Assessment: Pre-Asessment: Students will fill out a survey that consists of test like questions to asses how much knowledge of quadratics students are starting with. Checking for Understanding: Exit Ticket, 4-3-2-1 Timely Feedback: Teacher, self (Evaluate)
(T) 1.6 Tailors
Verbal: After students solve three other students quadratic equations they will email feedback to the teacher on how they feel they are doing.
Logic: Students will use logic and what they have learned to create their own quadratic equations.
Visual: The teacher will have pictures of graphs and equations available for use in and out of the classroom.
Musical:
Kinesthestic: After introducing quadratic graphs, students will use their bodies to demonstrate the graphs.
Intrapersonal: Students will work by themselves to create to their own quadratic equations and post them to a google doc.
Interpersonal: Students will look at other students equations on google docs and solve three different equations.
Naturalist:
(O) 1.7 Students will be able to solve a quadratic equation. (Application) Product: Google Docs, Number of Days: 3-4 (Organize)
Lesson 2
(H) 2.2 Picture (Hook)
(E) 2.3 Students will know equation, variable, coefficient, constant, distribute, roots, parabola, quadratic, factoring ax^2+bx+c, quadratic formula, order of operations. (Equip) Students will use a step-by-step organizer to help keep track of the steps to solving a quadratic equation. Students will use a pairs discussion to over a set of problems and decide the best method for solving the equations. (Explore) Students will work with a partner to create a Prezi to demonstrate the multiple ways to solve a quadratic equation.(Experience)
(R) 2.4 After each new method of solving a quadratic equation the teacher will use 4-3-2-1 to asses if the students understand the concept or not.(Rethink) The teacher will provide feedback the following class after students present their prezi. The teacher will asses how well the students have grasped the concept and any areas that need to be worked on. Students will then have the chance to individually update their presentations to demonstrate their own abilities to understanding the information. (Revise/Refine)
(E-2) 2.5 Formative Assessment: Pre-Assessment: Sample equation to asses if the students are able to solve it or not. Checking for Understanding: 4-3-2-1 Timely Feedback: Teacher, Self
(T) 2.6 Tailors
Verbal: Students will take part in pairs discussion to discuss which method they think is best to solve a given quadratic equation.
Logic: Students will need to think and decide which method is best to solve a given quadratic equation.
Visual: While going over the different methods for solving quadratic equations students will have step-by-step organizers to help them keep track of the steps.
Musical: The teacher will play songs related to factoring, completing the square and the quadratic formula and provide the lyrics for students who would like the.
Kinesthestic:
Intrapersonal: After students present their Prezi each student will individually reflect and improve their presentation.
Interpersonal: Students will work with a partner to create a Prezi to demonstrate the different ways to solve a quadratic equation.
Naturalist:
(O) 2.7 Students will be able to be aware of the multiple ways to solve a quadratic equation. (Self-knowledge) Product: Prezi Number of days:
4-5 (Organize)
Lesson 3
4: Solve quadratic equations and in one variable. b: Solve quadratic equations by inspection (e.g., for x^2=49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. (What)
(H) 3.2 Video (Hook)
(E) 3.3 Students will know equation, variable, coefficient, constant, distribute, roots, parabola, quadratic, factoring, ax^2+bx+c, quadratic formula, order of operations, ball trajectory, distance, time, height, length, profit (Equip) Students will fill out a goal reasons chart to brainstorm ideas on how quadratic equations apply to the real world. Students will take part in a team discussion to further discuss real world applications. (Explore) Students will work in small groups to create an imovie showcasing different real world applications for a quadratic equation. Students can also choose to create a photo album that shows different situations where students can use a quadratic equation.(Experience)
(R) 3.4 The teacher will observe students as they look at real life applications to ensure they are finding correct answers. The teacher will also use clickers to get instant feedback from the students to see if more time is needed on a particular topic. (Rethink) The teacher will check in with each student and assess how they are applying quadratics to the real world. Students will also share their experiences with classmates to check each others progress. (Revise/Refine)
(E-2) 3.5 Formative Assessment: Pre-Assessment: Questionnaire Checking for Understanding: Observation and clickers Timely Feedback: Teacher, Peer (Evaluate)
(T) 3.6 Tailors
Verbal: Students will write down ideas they have about where quadratics can be found in the real world.
Logic: Students will need to think about where quadratics can be found in the real world.
Visual: The teacher will show pictures depicting different real life situations of where quadratics can be used.
Musical:
Kinesthestic: Students will be able to capture videos or pictures to help enhance their knowledge of quadratics.
Intrapersonal: The teacher will observe students as they work alone to assess their knowledge on real life application of quadratics.
Interpersonal: Students will work in small groups to compose imovies or photo albums to show case quadratics in the real world.
Naturalist: The teacher will provide real life situations involving things such as animals and nature where quadratics can be applied.
(O) 3.7 Students will be able to consider that a quadratic equation applies to the real world and analyze a quadratic in a real life situation.(Empathy and perspective) Product: imovie or photo album Number of Days: 4-5 (Organize)
Lesson 4
(H) 4.2 pictures (Hook)
(E) 4.3 Students will know equation, variable, coefficient, constant, distribute, complex number, imaginary number, roots, parabola, quadratic, factoring ax^2+bx+c, quadratic formula, order of operations, ball trajectory, distance, time, height, length, profit (Equip) Students will fill out a t-chart to keep track of what results in a complex number and the rules for solving equations containing complex numbers. The teacher will asks questions about complex numbers and students will take part in stand up, hand up, pair up, to further discuss and understand complex numbers. (Explore) Students will work either alone or with a partner to create podcast, or a slideshow, to explain complex numbers, how they are derived, what their purpose is, and how we represent them in an equation. (Experience)
(R) 4.4 Students will take part in example/non-example to come up with their own ideas for what is and is not a complex number. The teacher will also facilitate slap it to give students a fun way of practicing recognizing complex numbers. (Rethink) Based on student responses from example/non-example the teacher will be able to assess how well students are understanding and give feedback to the students. Students will also communicate with the teacher to ensure that they are fully grasping the idea of imaginary numbers. (Revise/Refine)
(E-2) 4.5 Formative Assessment: Pre-assessment: Survey Checking for Understanding: Slap it, Example/non-example Timely Feedback: Teacher and self (Observation)
(T) 4.6 Tailors
Verbal: Students will create t-charts to keep track of new ideas about complex numbers.
Logic: Students will need to think about what makes a number imaginary and how to distinguish them.
Visual: Students will be able to see examples and non examples to help them identify their differences.
Musical: The teacher will play a song about complex numbers to help students better understand.
Kinesthestic: Students will play slap it to help students identify what is and is not an imaginary number.
Intrapersonal: Students will reflect on them selves and how they feel are understanding complex numbers.
Interpersonal: Students will take part in stand up, hand up, pair up, to work with others to create a deep understanding of complex numbers.
Naturalist: The teacher will give examples of complex numbers that relate to things in nature.
(O) 4.7 Students will be able to derive a complex number from the quadratic equation and represent a complex number in an equation. (Explanation and interpretation) Product: Podcast or Slideshow Number of days: 3-4 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe